Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi M Sherick, University of Michigan

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #27145Developmental Relationships in EngineeringDr. Heidi Marie Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Faculty Devel- opment and Leadership Specialist in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development ac- tivities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level faculty in Engineering

Conference Session

Faculty Development Lightning Talks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Kenya Crosson, University of Dayton; Aaron Altman, United States Air Force Research Laboratory; Elizabeth Hart, University of Dayton; Malle R Schilling, University of Dayton

Tagged Divisions

Faculty Development Constituent Committee

Paper ID #25307Work in Progress: Can Faculty Assessment and Faculty Development be Ac-complished with the Same Instrument?Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Ma- terials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appro- priate Technology (ETHOS). She was director of

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Katherine Ortegon, Universidad Icesi; Silvia Guzman; Henry Arley Taquez Quenguan, Universidad Icesi

Tagged Divisions

Faculty Development Constituent Committee

. Class observation is paramount tocontrast what professors plan to do, what they actually do, and what students perceive or learn. Inthis regard, 68% of the faculty members surveyed are willing to be observed in class and receivefeedback from these observations in order to improve their practice. In addition, future researchwill also involve the development of a set of faculty competencies in order to align training efforts.REFERENCES[1] J. H. G. Zamora and A. B. Arias, El aprendizaje activo y la formación universitaria. Universidad Icesi, 2010.[2] R. M. Felder, H. Celanese, and R. Brent, “Active Learning: an Introduction,” ASQ High. Educ. Br., 2009.[3] C. C. Bonwell and A. Eison, James, Active Learning: Creating Excitement